Üstünlüoğlu, Evrim
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Üstünoğlu, Evrim
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Job Title
Email Address
evrim.ustunluoglu@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
5
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
1
NO POVERTY
0
Research Products
5
GENDER EQUALITY
0
Research Products
13
CLIMATE ACTION
0
Research Products
4
QUALITY EDUCATION
4
Research Products
14
LIFE BELOW WATER
0
Research Products
2
ZERO HUNGER
0
Research Products
15
LIFE ON LAND
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
Documents
9
Citations
60
h-index
4
Documents
7
Citations
33
Scholarly Output
15
Articles
14
Views / Downloads
51/47
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
33
Scopus Citation Count
54
WoS h-index
3
Scopus h-index
4
Patents
0
Projects
1
WoS Citations per Publication
2.20
Scopus Citations per Publication
3.60
Open Access Source
7
Supervised Theses
0
| Journal | Count |
|---|---|
| Buca Eğitim Fakültesi Dergisi | 2 |
| Egıtım Ve Bılım-Educatıon And Scıence | 2 |
| Eğitim Teknolojisi Kuram ve Uygulama | 1 |
| Essays in Education | 1 |
| Internatıonal Journal of Instructıon | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
15 results
Scholarly Output Search Results
Now showing 1 - 10 of 15
Article Üst Düzey Düşünme Becerilerini Geliştirmede Bilişsel Soruların Rolü(2006) Üstünlüoğlu, EvrimÜst düzey düşünmek; bilgiyi kullanmayı, karşılaşılan yeni durumlarla ilgili problemler çözmeyi, açıklama, sentez, analiz ve genelleme yapmayı, hipotezler geliştirmeyi, kısaca bilimsel yöntem becerilerini kullanmayı gerektirir. Günümüz dünyasında eleştirel düşünme, yaratıcı düşünme, analitik düşünme, yansıtıcı düşünme ve probleme dayalı düşünme olarak da adlandırılan bu beceriler öğretme ve öğrenme sürecinde ikinci plana itilmişler ve daha çok alt düzey düşünme becerileri ön plana çıkarılmıştır. Oysaki sınıf içi süreçlerde kullanılan sorularla bu düşünce becerilerinin edinilmesi arasında doğrusal bir ilişki vardır. Soruların niteliği, üst düzeydüşünmenin kapılarını açar; çünkü nitelikli sorular düşünmeyi tetikler ve derinlemesine anlamayı sağlar. Bu çalışmada üst düzey düşünme becerileri ve bu becerileri geliştirmeye yönelik soru örnekleri hakkında bilgi verilmiş, bu sorula-rı yapılandırırken dikkat edilmesi gereken noktalar, alanda yapılan araştırma sonuçları da göz önüne alınarak özetlenmiştir.Article Citation - WoS: 2Understanding Misbehavior at University Level: Lecturer Perceptions From the Us and Turkey(Turkish Education Assoc, 2013) Ustunluoglu, EvrimThis study focuses on the misbehaviors of university students, and more specifically, it investigates university lecturers' perspectives of these problems along with their coping strategies. The study also investigates the factors associated with these behaviors and differences in cultural motives behind American and Turkish lecturers' perceptions. The data consists of interviews and classroom observations of 38 lecturers from two universities, one American and one Turkish. The results revealed that problems encountered were cell phone use, inappropriate talking, inattentiveness, lack of participation and tardiness. In general, verbal warnings and the outlining of expectations were identified as the main coping strategies by both groups. Misbehaviors were attributed to parents and students themselves by American and Turkish lecturers. However, some American lecturers emphasized these misbehaviors might have stemmed from lecturers themselves.Article Citation - WoS: 9Citation - Scopus: 14A Study Exploring Students' Usage Patterns and Adoption of Lecture Capture(Springer, 2021) Caglayan, Esin; Ustunluoglu, EvrimTechnology-enhanced teaching approaches are becoming increasingly common in higher education. One of these approaches, Lecture Capture (LC), is a tool which can be simply defined as audio and video recordings of classroom-based activities. Although the use of LC is increasing in higher education, its impact on teaching and learning, and the effectiveness of its use is controversial. The purpose of this study is to gain a better understanding of students' patterns of use of LC, and to make suggestions for improvements. The results of this quantitative study reveal that students access and benefit from lecture recordings. However, findings indicate varying patterns of use according to faculty, level, year of study, and grades and suggest a need for further research into how this system can be adapted for different fields of study at undergraduate and graduate programs.Review Citation - Scopus: 17University Students' Perceptions of Native and Non-Native Teachers(2007) Ustunluoglu E.The employment of native teachers of English in countries where English is a foreign language, coupled with a growing concern over teaching effectiveness, has led to collecting data about teachers' performance through student feedback. Not much research has been carried out in Turkey to evaluate the process and output of language teaching by native and non-native teachers from students' points of view. The aim of this study is to identify university students' perceptions of native and non-native teachers of English as well as to identify deficiencies and needs in the teaching process so that some suggestions can be made. A data pool of 311 university students participated in this study and evaluated 38 native and non-native teachers of English. A questionnaire was used as the instrument and it consisted of 30 items related to in-class teaching roles, in-class management roles, in-class communication roles, and individual features. The results indicate that there is a meaningful difference between native and non-native teachers of English from the students' perspective. The results suggest that non-native teachers fulfil in-class teaching and in-class management roles better than native teachers do while native teachers fulfil in-class communication skills and present more favourable qualities. The results will be beneficial for native and non-native teachers in terms of realizing their deficiencies and raising awareness. For further research, using student achievement level along with the results of student ratings would lead to more convincing results. The evaluation of teachers by their students is not a widely used approach in Turkey and further research in this area would benefit from a wider subject base.Article Citation - WoS: 1Citation - Scopus: 2A Case Study on the Usage of Lecture Capture: Perceptions of Students, Faculty Members and Administrators(Springer, 2022) Ustunluoglu, Evrim; Mumcu, Filiz; Uslu, Nilufer Atman; Askar, PetekApproaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university's use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.Article Beyin Temelli Öğretime Eleştirel Bir Yaklaşım(2007) Üstünoğlu, Evrim“Beyin Temelli Öğretim Modeli” 12 ilkesiyle eğitim ve öğretim dünyasında yerini almıştır: beyin pek çok işlevi aynı anda yapar, öğrenme fizyolojik bir olaydır, anlam arayışı içseldir, beyin kalıpları algılamaya planlanmıştır, duygu ve biliş birbirinden ayrlmaz, beyin parça ve bütünü aynı zamanda algılar, öğrenme hem odaklanmış hem de çevresel algılamayı gerektirir, öğrenme bilinç ve bilinçdışı süreç- leri kapsar, en az iki tür hafıza vardır, olgu ve beceriler doğal hafızada yapılandırıldığında en iyi anlama meydana gelir, öğrenme zihni zorlayan etkinliklerle artar, tehditle engellenir ve her beyin eşsizdir. “Beyin Temelli Öğretim”, bilgi edinimi ve hatırlanmasını en üst düzeye çıkarma iddiası ile çıkış yapmasına rağmen diğer yaklaşım ve kuramlarla olan benzerliği bu modelin özgünlüğü konusunda soru işaretleri yaratmıştır. Özgünlük sorununun yanı sıra Nörobilim alanındaki çalışmaların eğitim dünyasın- da nasıl kullanılması gerektiği de tartışmalar arasındadır. Özellikle öğretmenlerin alan çalışmalarını yeterince izlememesi ve modelin kullanımını tam olarak algılamamaları bir başka sakınca olarak belirtilmektedir. “Beyin Temelli Öğretim” zenginleştirilmiş öğretim ortamlarının kullanıldığı, öğrencilerin tehditten uzak, içsel güdülenmelerinin desteklendiği geliştirici bir rehberlik olarak kullanılabilir.Article Citation - WoS: 6Citation - Scopus: 6Perceptions Versus Realities: Teaching Quality in Higher Education(Turkish Education Assoc, 2016) Ustunluoglu, EvrimThe purpose of this study is to investigate the perceptions of both students and faculty members on teaching quality in higher education, taking nationality, gender, GPA and faculty members' perceptions of university priorities into consideration. The mixed method approach was used to collect both quantitative and qualitative data simultaneously in the study. The quantitative data were collected from two countries: The United States and Turkey through a questionnaire developed for the study. Qualitative data were collected through focus group meetings; two with the faculty members and two with the students. The results indicated a difference between the perceptions of the student and faculty groups, regardless of nationality. In contrast to the students, faculty members perceived themselves competent in the three areas of delivery of instruction, rapport, and assessment. It was also found that nationality and GPA had an impact on students' perceptions whereas gender had an insignificant effect. As for perceived priorities, although both groups stated that teaching is important, it was interesting to note that Turkish group also emphasized administrative work and research/publication as priorities for the university. The results of this research suggests that more work is still needed to reach the high expectations for teaching quality in higher education such as in-service training and professional development activities, particularly on as self-reflection, improvement of teaching skills, and innovative teaching methods with an emphasis on technology.Article Citation - WoS: 10Citation - Scopus: 15Teaching Quality Matters in Higher Education: a Case Study From Turkey and Slovakia(Routledge Journals, Taylor & Francis Ltd, 2017) Ustunluoglu, EvrimDespite a growing number of studies on the effectiveness of teaching and quality in higher education, reports indicate that more work is needed regarding meeting expectations in teaching quality, in particular, in investigating lecturers' application of pedagogical knowledge when transferring discipline-specific knowledge. This study aimed to investigate the perceptions of both students and lecturers on teaching in higher education in two countries. The researcher used both quantitative and qualitative data in order to provide a comprehensive analysis of the research problems and to obtain sufficiently detailed data. The results indicated a difference between students' and lecturers' perceptions regardless of country, highlighting a discrepancy over views on the pedagogical competence of lecturers. Although this was a small-scale study in two countries, the results pointed to the failure of university lecturers to meet students' expectations in terms of teaching quality. The study suggested that, regardless of subject area, it would be beneficial to emphasize self-reflection, awareness, improvement of teaching skills, and consequent changes in students learning. University administrations should also have realistic expectations of lecturers.Article Yükseköğretimde Ders Yakalama Sisteminin (dys) Kullanımınınöğrenci Açısından İncelenmesi(2020) Atman Uslu, Nilüfer; Üstünlüoğlu, Evrim; Mumcu, FilizSon zamanlarda küresel ve ulusal ölçekte hissedilen ihtiyaçlar ve zorunluluklar nedeniyle teknolojiye dayalı öğretim yaklaşımlarının kullanılmasına ilişkin beklentiler artmış; üniversiteler bu beklentileri karşılamak için farklı uygulama arayışı içine girmişlerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amacı, öğretim elemanının, çevrimiçi olarak ya da ders kayıtlarında gerekli gördüğü değişiklikleri yaptıktan sonra dersini, öğrenci erişimine açarak öğrencinin kendi ihtiyacı doğrultusunda bilgiye ulaşmasını ve tekrar etmesini sağlamaktır. Bu çalışmada, bir yükseköğretim kurumundaki öğrencilerin DYS’yi kullanım amaçları, DYS’ye ilişkin yarar algıları ve DYS kullanımı ile ilgili algıladıkları kısıtlılıklara ilişkin görüşlerinin betimlenmesi amaçlanmıştır. Araştırma sonuçları, öğrencilerin DYS sistemini işlevsel ve yararlı bulduklarını, en çok sınavdan önce konuları gözden geçirmek, derste kaçırdığı ya da derse gelemediği durumlarda öğrenme eksikliklerini kapatmak için kullandıklarını ancak sisteme ulaşımda yaşadıkları en önemli kısıtlılığın teknik aksaklıklar olduğunu göstermiştir. Bu çalışma, teknolojiye dayalı öğretim yaklaşımlarının daha fazla önem kazandığı ve kullanıldığı günümüzde söz konusu yaklaşımların pedagojik değerini ön plana çıkaran araştırmaların yürütülmesini önermektedir.Article Perceptions of K-12 English Language Teachers on an Online In-Service Training Program(2023) Üstünlüoğlu, Evrim; Gün, BaharThis research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.
